Maine Learning Results Content Area: Social Studies Standard Label: Civics and Government Standard: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world. Grade Level Span: Grade 9-Diploma Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. Performance Indicators: a, b, c.
What understandings are desired?
Students will understand that:(U)
•there is a difference between the bill of rights, the Constitution, and the civil rights act.
•rights are very important and how they are protected
•the context and cause for the Bill of Rights and the Civil Rights Act is similar to what is happening currently in the middle east and Africa.
What essential questions will be considered?
Essential Questions:(Q)
•How is what is currently happening though out the world similar to what caused us to form civil rights?
•Why was the Bill of Rights and the Civil Rights Act written?
•What are the rights citizens have and how are they protected?
What key knowledge and skills will students acquire as a result of this unit?
Students will know:(K)
Students will be able to:(S)
•Important People and Groups (Martin Luther King Jr,
KKK, JFK, Malcom X, the Black Panthers, NAACP,
Lyndon B. Johnson)
•Important Places (Washington monument, little rock,
Birmingham, Syria)
Stage 1 - Identify Desired Results
Content Area: Social Studies
Standard Label: Civics and Government
Standard: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.
Grade Level Span: Grade 9-Diploma
Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world.
Performance Indicators: a, b, c.
What understandings are desired?
•rights are very important and how they are protected
•the context and cause for the Bill of Rights and the Civil Rights Act is similar to what is happening currently in the middle east and Africa.
What essential questions will be considered?
•Why was the Bill of Rights and the Civil Rights Act written?
•What are the rights citizens have and how are they protected?
What key knowledge and skills will students acquire as a result of this unit?
KKK, JFK, Malcom X, the Black Panthers, NAACP,
Lyndon B. Johnson)
•Important Places (Washington monument, little rock,
Birmingham, Syria)
•Terms (slavery, racism, segregation, activism, protest,
march, congress, H.O.R., Judiciary, senate, desegregation)
2004 ASCD and Grant Wiggins and Jay McTighe.